|Photo by Tzvi Meller|
Mar 1, 2014
Jan 5, 2014
This is how I usually use the quiz with my students.
Please note the quiz and the activities below come in two levels.
Dec 31, 2013
Traditional quiz for your first lesson in 2014
For some reason I had a hard time coming up with news items for this year's quiz. Not that the year was uneventful but somehow there were no sex scandals, jumps from space or viral videos which usually make good questions for the quiz. There were lots of deaths though, which is reflected in the questions, and while we're on the topic I'd like to mention that our field has also lost three notable figures in 2013: Leo Van Lier, Earl Stevick and Dave Willis (see my tribute HERE)
|By lasanta.com.ec via Flickr|
[CC BY 2.0]
Dec 29, 2013
Dec 20, 2013
In response to the blog tag challenge
By Masachi Mochida via Flickr[CC BY-NC-ND 2.0]
Dec 7, 2013
Warning: some scenes are suitable for adults only
Dec 1, 2013
A summary of the TESOL France’s 32nd annual colloquium which took place in Paris between 22 and 24 November 2013.
ELT conferences often have a title or theme with various presentations loosely related to it. TESOL France’s annual colloquium held in Paris in November isn’t one of them. However, this year’s colloquium, my third, had an underlying theme for me – experimental practice. Here are highlights of some of the sessions I went to.
Oct 26, 2013
Oct 9, 2013
|By jjpacres via Flickr [CC BY-NC-ND 2.0]|
1. At what level of proficiency are learners more likely to make collocational errors?
2. To what extent are learner’s errors caused by negative transfer (aka interference) from L1?
Sep 14, 2013
|Photo by @GoldsteinBen via eltpics on Flickr|
A second lesson with two new pre-intermediate (A2) students (I usually put my private students in pairs). In the first lesson we read three stories about immigrants (from Innovations Pre-Intermediate) and underlined useful bits of language (I hadn't introduced the word "chunk" yet). For our second lesson they were asked to prepare a short talk about their lives using as much "useful language" as they could – no writing! They did a pretty good job and successfully integrated some chunks into their stories:
When I came over here…
I didn't have enough money
To support my family
Aug 18, 2013
By @eannegrenoble | eltpics on Flickr
In the middle of the market where I go for my weekly vegetable shopping there is a stall where I buy olives. The owners of the stall are a husband and wife team who know I am an English teacher. The other day the wife – let's call her Lily – pointed at lettuce and asked me:
"What do you call it in English?" (the exchange took place in Hebrew)
"Lettuce," I replied.
"Letters?" asked Lily.
We then worked on the pronunciation a little until she got it right. I thought it was time to move on to new items. I pointed at olives.
Aug 17, 2013
One of the pleasures of teaching lexically is when you see your students starting to incorporate into their speech and writing lexical chunks studied in class - albeit not always appropriately. Here is a thank you letter I recently received from my students at the end of a course.